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D167 > Unit 5 > Flashcards

Unit 5 Flashcards

1
Q

intelligence theory

A

Gardner’s multi-intelligence theory: intelligence is differentiated into different categories instead of one single ability. linked to different learning styles

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2
Q

behaviorist theory

A

learning is acquired through conditioning. behavior is learned through repetition and response to stimuli (positive/negative reinforcement)
Bandura - observational learning theory
Skinner - positive behavior conditioning

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3
Q

cognitivist theory

A

Social cognitive theory: knowledge is obtained through observing others from social interactions, experiences, and outside media influences

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4
Q

humanistic/motivation theory

A

people have strong cognitive motivations to grow. Once the lower level needs have been met, the motivation is the need for self-actualization, or the desire to fulfill one’s individual potential.
Maslow’s hierarchy of needs.

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5
Q

constructivist theory

A

learners’ understanding and knowledge based on their own experiences prior to entering school.
Paiget (cognitive constructivist), Vygotsky (social constructivist)

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6
Q

Paiget - cognitive theory

A

Schema and adaption.

4 stages of development: sensory motor stage, preoperational stage, concrete operational stage, formal stage

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7
Q

sensorimotor stage

A

paiget
0-2 yr
learn through movement and senses

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8
Q

preoperational stage

A

paiget
preschool/kinder
pre-logical thought, play and pretend. egocentric, focus on one thing at a time

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9
Q

concrete operational

A

elementary
paiget
logical thought, concrete view of the world, hands on, classify things, conservation

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10
Q

formal operational

A

paiget
middle/high school
abstract thought, higher order thinking. predict, problem solve

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11
Q

vygotsky - cognitive theory

A

scaffolding, zone of proximal development, more knowledgable other, social interactions and language are critical

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12
Q

Erikson’s psycho-social theories

A 
trust vs mistrust
autonomy vs shame
initiative vs guilt
industry vs inferiority
identity vs role confusion
intimacy vs isolation
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13
Q

trust vs mistrust

A

babies, provide care, comfort, safety

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14
Q

autonomy vs shame and doubt

A

toddlers, need for independence (do it themself)

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15
Q

initiative vs guilt

A

pre/kinder, exploration, questions, trying new things

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16
Q

industry vs inferiority

A

intellectual curiosity, school performance, positive reinforcement/praise, avoid criticism/competition

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17
Q

identity vs role confusion

A

adolescence, develope sense of self, influenced by others and peers, need social role models

18
Q

intimacy vs isolation

A

develop relationships and a sense of self

19
Q

kohlberg moral development theory

A

preconventional, conventional, and post conventional

20
Q

pre conventional - kohlberg

A

self-centered, avoid punishment, doesn’t under stand rules but follows, reward oriented

21
Q

conventional - kohlberg

A

black and white view of rules, respectful of authority, focused on maintaining social conventions and order

22
Q

post conventional - kohlberg

A

rules and laws are flexible depanding on context, acts on behalf of whats best for society, focused on others well-being

23
Q

theory of universal grammer - chomsky

A

language is innate and biological

babbling, holophrastic, 2-word, telegraphic, multi-word

24
Q

Operant conditioning and language development - Skinner

A

children learn language based on positive reinforcement of correct language,imitation, and associate words with meanings

25
Q

Social approach to language development - Vygotsky

A

language develops through social interactions, zone of proximal development, scaffolding, and private speech

26
Q

General intelligence - Spearman

A

general (G) factor represents overal intellectual ability, specific (S) factor is specific intellectual ability

27
Q

7 factor intelligence - Thurnstone

A

word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed.
HOWEVER, the scores vary together, soa general intelligence is still present

28
Q

succesful intelligence - Sternberg

A

3-types if intelligence: creative, analytical, and practical

29
Q

Multiple intelligences - Gardner

A

logical/mathematical, verbal/linguistic, musical, spacial, body/kinesthetic, interpersonal, intrapersonal, and naturalist

30
Q

behaviorist theory/approach

A

teacher directed skills and behavior modification.

EX: direct instruction, feedback/correction, reinforcement, computer tutorials, repetition

31
Q

Constructivist theory/approach

A

student centered knowledge built from student experiences.
EX: student active learner, real world learning, multiple viewpoints, scaffolding, discovery learning, project based learning

32
Q

cooperative/collaborative theory/approach

A

working and learning together.

EX: group goals, mixed groups, model social behaviors, competition between groups

33
Q

humanistic theory/approach

A

feelings, emoutions and motivations (maslow)
EX: deficiency needs met first, self and welcoming environment, clear ecpectations, growth needs, promote interest and engaging, fun and creative learning

34
Q

cognitive theory/approach

A

memory and developing knowledge and skills.

EX: modeling, imitate, repetition, mnemonics (roygbiv), chunking

35
Q

formative assessment

A

check for learning, occurs during instruction, imforms future instruction and provides students feedback

36
Q

summative assessment

A

focus is on the ourcome of learning, occurs after instruction, provides grades nd overall acheivment

37
Q

objective assessment

A 
clear write and wrong answers. measures lower level skills and knowledge.
selected response (multi-choice, T/F)
38
Q

performance assessment

A

subjective grading, measures ability and higher level skills.
EX: portfolio, demonstration, open-response

39
Q

criterion referenced grading

A

based on set standards. passing is based on mastery of skills. reports info about strengths and weaknesses

40
Q

norm-referenced grading

A

based on a “normal” score. compares students to each-other, graded on a curve. reports as a percentage of how well you did.

41
Q

Gibbs reflective cycle

A

description > Feelings > Evaluation > conclusions > action

D167 (4 decks)

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